A Study of Early Childhood Development Teachers' Experiences in Zimbabwe: Implications to Early Intervention and Special Education

Autor/inn/en	Nyarambi, Arnold; Ntuli, Esther
Titel	A Study of Early Childhood Development Teachers' Experiences in Zimbabwe: Implications to Early Intervention and Special Education
Quelle	In: Open Journal for Educational Research, 4 (2020) 1, S.49-66 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-5313
Schlagwörter	Early Childhood Teachers; Teaching Experience; Foreign Countries; Early Intervention; Special Education; Teacher Attitudes; Young Children; Developmental Delays; Students with Disabilities; Access to Education; Program Effectiveness; Developmentally Appropriate Practices; Educational Resources; Faculty Development; Knowledge Level; Parent Participation; Zimbabwe + Suchen Sie Ihr Suchwort? Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Ausland; Special needs education; Sonderpädagogik; Sonderschulwesen; Lehrerverhalten; Entwicklungsverzögerung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Entwicklungsbezogene Bildung; Bildungsmittel; Wissensbasis; Elternmitwirkung; Simbabwe
Abstract	This study examined Early Childhood Development (ECD) teachers' perceptions of ECD programs regarding benefits and opportunities for early intervention. Research indicates that young children with developmental delays and disabilities demonstrate better progress when intervention is offered early and in inclusive classrooms. A mixed method design was used to collect data from a purposeful sample of 81 ECD teachers in Chipinge district, in Zimbabwe. Both descriptive and regression analysis methods were used for data analysis. Findings indicated that there was a general lack of in-depth knowledge, and most teachers did not follow developmentally appropriate curriculum. Threats and challenges included: lack of knowledge and assessments to diagnose developmental delays, disabilities, as well as lack of developmentally and culturally relevant teaching materials. Regression analysis indicated that age, experience, location, and training are important variables explaining perceived benefits of ECD. This study offers research-based ways to address challenges and threats to effective ECD programs. (As Provided).
Anmerkungen	Center for Open Access in Science. Vojvode Vlahovica 57c, Belgrade, Serbia 11000. e-mail: ojer@centerprode.com; Web site: http://centerprode.com/ojer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01